Page 98 - @ccess 1 Teacher´s Book

Activity 2

2. Formulate questions that match with the answers below. Look at the example. • Read the answers out loud
with your students and
Question Answer analyze briefly the structure
What school subjects do Natural sciences (physics, of the example question.
the diagrams represent? chemistry, biology).
Knowing about the organs in our body allows • Tell your students to make

a) Why is it important to know about us to take care of them and keep them
systems of the human body ? a question for each answer.
healthy.
On the Internet, in a museum, in a classroom, Clarify any doubt your
b) Besides books, where else could you
find such diagrams ? et cetera. students have about how to
They all use images and brief explanations to make questions and verify if
c) What do they have in common ?
clarify specific information.
there are correct.
• With your partner, ask the questions and give the answers without reading them. • Model your students how to
Exchange roles.
use the questions and the
3. Look at the chart below. Read the activities you will do in this practice in order answers. Ask your students to
to perform a dialogue. Remember to tick each activity as soon as you finish it.
rehearse the questions and
Week 1 WARM UP STAGE
the answers. Make sure your
• Examine distribution of graphic and textual components.
• Identify topic, purpose, and addressee of a diagram of students mingle the roles.
Select and explore systems of the human body.
diagrams of • Identify text distribution and organization and determine • Work with the whole class;
systems of the the relationship between illustrations and text.
human body.
• Identify new terms. ask two volunteers, one to
• Make comprehension strategies very explicit.
Week 2 BUILDING STAGE formulate different questions
• Widen repertoire of vocabulary and expressions. from the ones in the book,
• Formulate and answer questions to describe and the other to answer them.
components.
Read and • Use demonstrative determiners, verb forms (passives
understand and participles) and adjectives (comparatives and Tell the rest of the class to
information. superlatives) in questions and answers. help if necessary.
• Reflect and take actions on one's own physical
wellbeing and that of others.
• Share points of view. Activity 3
Week 3 BUILDING STAGE
• Write or rewrite sentences to describe components, • Make sure your students
summarizing information from different sources.
Write notes
to describe • Use the present tense and nouns (with or without identify the four stages of
diagrams. determiner, compound nouns, countable and
uncountable nouns) while writing notes. the planning and that they
• Organize terms and descriptions in charts.
understand each activity to be
Continue this activity on the next page
Studentʼs Book / Practice 6 93 done. Ask a student to read
the task out loud so they can
understand the activities they will follow in order to produce their notes for a body system diagram.
• Ask your students which steps they find easy, and which ones they think they will work harder.
• Ask your students to say how long they will be working on each step. Invite them to reflect how to organize
their time to do the ones they consider the most complicated so that they can achieve all the steps of the
unit during the necessary time.

Teacher´s Book / Practice 6 97